The author argues that American art education has long been misled by its reliance on Lowenfeld's theory that creativity is the ultimate good and that children are innately creative. She proposes a more structured and technical approach to art education, based on developmental research with children and art. (SJL)

The author draws an analogy between today's school system and an assembly line, deploring the notion that all children are taught the same thing at the same time, ending in humiliation, disgrace, and failure for some, and nonchallenging academic activities for others. (KC)

Presented is a comprehensive statement elaborating Principle Seven of the UN's Declaration of the Rights of the Child. Discussed are: aims of education (formal and informal); means of providing education; early childhood education; preparation of personnel (parents, future parents, teachers, social workers, community organizations); books, films,…

This review on education for the artistically gifted considers trends in student identification, curriculum, and program evaluation over the period 1924-1980. (SJL)

Discusses implications of the National Council of Teachers of English statement on the preparation of teachers of English for elementary school teachers, as well as issues significant to teachers which the statement does not address. (HTH)

Reacting to the article by Okun and Pristo in the January issue on the subject of prominent contributors to the field of adult education, the author strongly objects to their use of judgments from college professors only, thereby neglecting a broader base of adult educators, and presents his own list. (MF)

The meaning of foreign education assistance is considered from the viewpoint of the 25 least developed nations. Topics include constraints, relevance, guiding principles, obstacles, and suggestions. (ND)

Many currents of educational thought are pervaded with utopian themes. Often these themes actually influence real policy decisions and the effects of such influences are frequently unfortunate. Expands on the implications of these issues, and proposes alternative principles to govern educational criticism and reconstruction. (Editor/RK)

Attempts to correct misconceptions about the philosophy of community education, reviews its historical base, and discusses five principles basic to an understanding of and a commitment to the community education philosophy. (Author/RK)

Presents, in the form of a fictitious letter to a new teacher taking a graduate-level course, an essay that explores questions often raised by young teachers. Provides a set of principles for becoming a holistic, constructivist teacher. (SR)

Basic values and beliefs of British education for students with special needs are addressed in terms of "3 R's", i.e., Rights for learners, Responsive pedagogy, and Research for special needs education. Models for addressing these three aspects of special education are offered. (DB)

Uses jazz improvisation as a metaphor to focus on three interrelated aspects of ethical responsibility according to Emmanuel Lavinas's theories: (1) passivity; (2) heteronomy; and (3) inescapability. Discusses some ways in which reframing responsibility and subjectivity along this line might offer new possibilities for conceiving subjectivity and…

Argues for the importance of Emmanuel Levinas's work for re-opening educational questions. Addresses the problem of remembrance as a question of and for history, as a force of inhabitation, as an inheritance we are obligated to live within, that intertwines with our sense of limits and possibilities, hopes and fears, identities and distinctions.…

A survey of 27 Russian students and educators enrolled in a defectology course found that most respondents were knowledgeable of and supported inclusion practices advocated in the United States and Western Europe, although belief in traditional practices of segregation of individuals with disabilities was also evident. The survey also addressed…

Discusses curriculum for students with hearing impairments is discussed by using a paradigm of practical curriculum inquiry-based humanistic principles with a primary focus on self-understanding. Curriculum is viewed as being socially grounded and constructed. This reconceptualization of curriculum is based on the fundamental elements of teachers,…